Most people agree that making mainstreaming successful is not an easy task for classroom teachers. Both teachers and students often require a great deal of support. There also appears to be growing recognition that no single type of support can provide the range of assistance needed by both teachers and students. There frequently is a need to interweave a network of varying supports into a comprehensive and coordinated system of supports (Atkinson, 1986). The implications this has for the role that special educators assume in mainstream settings and the consequences for personnel preparation are discussed in this article.
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